引用本文:易彬1,2,3 梁冰1,2,3 汪照炎1,2,3 王珮华1,2,3 吴皓1,2,3.实时解剖演示用于耳鼻咽喉-头颈外科理论教学的初步探索[J].中华医学教育探索杂志,2019,18(10):1018~1021
实时解剖演示用于耳鼻咽喉-头颈外科理论教学的初步探索
Preliminary study on the application of real-time anatomical demonstration in the theoretical teaching of otorhinolaryngology-head and neck surgery
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中文关键词:  耳鼻咽喉-头颈外科  大体解剖  实时解剖演示
英文关键词:Otorhinolaryngology-head and neck surgery  Anatomy  Real-time anatomical demonstration
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易彬1,2,3 梁冰1,2,3 汪照炎1,2,3 王珮华1,2,3 吴皓1,2,3 1上海交通大学医学院耳鼻咽喉科学系 2001252上海交通大学医学院附属第九人民医院耳鼻咽喉-头颈外科 2000113上海交通大学中国医院发展研究院学科建设研究所 200011 
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中文摘要:
      目的 探讨实时解剖演示和传统教学相结合用于耳鼻咽喉-头颈外科理论授课的效果。方法 将上海交通大学医学院学习该课程的学生分为两组,其中临床医学专业五年制学生为实验组(22人),口腔医学“五+三”年制学生为对照组(35人)。两组教学皆为2学时,由同一教师在同一天授课。其中实验组采用理论教学结合实时尸体解剖演示,对照组采用传统理论授课结合多媒体素材展示。课后两组学生均填写教学质量问卷并接受随堂理论考试;应用SPSS 19.0对组间数据比较行独立样本t检验。结果 问卷结果显示,实验组学生对其教学方式的认可度,均高于对照组。但考试结果显示,对照组学生平均成绩为(85.143±8.268),明显优于实验组学生的(64.545±11.434),差异有统计学意义(t=7.885,P=0.000)。 结论 结合现场实时解剖的授课形式对于短期考核效果影响不明显,可能因两组不同专业学生的短期学习理解和吸收能力差异所致,但与两组学生大学入学成绩差距相符合。这种授课形式在激发学生学习兴趣,以及促进其未来专业选择等方面具有良好效果,可能在后续的长期教学效果上有一定优势。
英文摘要:
      Objective To investigate the effects of real-time anatomical demonstration and traditional teaching in otorhinolaryngology-head and neck surgery. Methods Students who studied this course from Shanghai Jiao Tong University School of Medicine were divided into two groups: clinical students in 5-year program (n=22) were assigned to the experimental group and students from"5+3" stomatology major (n=35) were assigned to control group. Both groups had two class hours, with the same teacher teaching at the same day. Students in the experimental group were taught with theoretical teaching combined with real-time anatomical demonstration, while students in the control group was taught with traditional theoretical teaching with multimedia content. Students in the two groups completed the questionnaire and received quiz; SPSS 19.0 was used to perform the independent-samples T test of between-group data. Results According to the questionnaire, scores for different items of the teaching method in the experimental group were higher than those in the control group. But according to the examination scores, average scores of the theoretical examination in the control group was (85.143±8.268), which was obviously higher than that of (64.545±11.434) in the experimental group, with statistically significant differences (t=7.885, P=0.000). Conclusion Teaching effect combined with real-time anatomical demonstration is not obvious to short-term examination, which may be related to the short-term understanding and absorption of knowledge for students in different majors, but it is coherent with the difference of entrance-examination scores of students from the two groups. This teaching model can stimulate students' interest in learning, and help them choose their professions, which may have certain advantages in the future long-term teaching effect.
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